Aarts, H. & Dijksterhuis, A. (2000). Habits as knowledge structures: Automaticity in goal-directed behavior. Journal of Personality and Social Psychology 78(1), 53-63. https://doi.org/10.1037/0022-3514.78.1.53
Agarwal, R. & Karahanna, E. (2000). Time flies when you're having fun: Cognitive absorption and beliefs about information technology usage, MIS Quarterly, 24(4), 665-694. https://doi.org/10.2307/3250951
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-t
Akbulut, Y. (2015). Predictors of inconsistent responding in web surveys. Internet Research, 25(1), 131-147. https://doi.org/10.1108/IntR-01-2014-0017
Akbulut, Y., Dursun, O. O., Donmez, O., & Sahin, Y. L. (2016). In search of a measure to investigate cyberloafing in educational settings. Computers in Human Behavior, 55, 616-625. https://doi.org/10.1016/j.chb.2015.11.002
Akbulut, Y., Donmez, O., & Dursun, O. O. (2017). Cyberloafing and social desirability bias among students and employees. Computers in Human Behavior, 72, 87-95. https://doi.org/10.1016/j.chb.2017.02.043
Andreassen, C.S., Torsheim, T., & Pallesen, S. (2014). Predictors of use of social network sites at work‐a specific type of cyberloafing. Journal of Computer‐Mediated Communication, 19(4), 906-921. https://doi.org/10.1111/jcc4.12085
Arabaci, İ.B. (2017). Investigation of faculty of education students' cyberloafing behaviors in terms of various variables. The Turkish Online Journal of Educational Technology, 16(1), 72-82. Retrieved on 27 November 2017 from http://www.tojet.net/articles/v16i1/1617. pdf
Askew, K.L. (2012). The relationship between cyberloafing and task performance and an examination of the theory of planned behavior as a model of cyberloafing. (Unpublished doctoral dissertation) Graduate School Theses and Dissertations, University of South Florida. Retrieved on 27 November 2017 from http://scholarcommons.usf.edu/cgi/ viewcontent.cgi?article=5153&context=etd
Bartlett, J.E., Kotrlik, J.W., & Higgins, C.C. (2001). Organizational research: Determining appropriate sample size in survey research. Information Technology, Learning and Performance Journal, 19(1), 43-50. Retrieved on 27 November 2017 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.486.8295&rep=rep1&type=pdf
Baturay, M.H. & Toker, S. (2015). An investigation of the impact of demographics on cyberloafing from an educational setting angle. Computers in Human Behavior, 50, 358-366. https://doi.org/10.1016/j.chb.2015.03.081
Beck, L. & Ajzen, I. (1991). Predicting dishonest actions using the theory of planned behavior. Journal of Research in Personality, 25(3), 285-301. https://doi.org/10.1016/0092-6566(91)90021-h
Bianchi, S.M., Milkie, M.A., Sayer, L.C., & Robinson, J.P. (2000). Is anyone doing the housework? Trends in the gender division of household labor. Social Forces, 79(1), 191-228. https://doi.org/10.1093/sf/79.1.191
Blanchard, A. & Henle, C. (2008). Correlates of different forms of cyberloafing: The role of norms and external locus of control. Computers in Human Behavior, 24(3), 1067-1084. https://doi.org/10.1016/j.chb.2007.03.008
Ching, C.C., Basham, J.D., & Jang, E. (2005). The legacy of the digital divide: Gender, socioeconomic status, and early exposure as predictors of full-spectrum technology use among young adults. Urban Education, 40(4), 394-411. https://doi.org/10.1177/ 0042085905276389
Chou, C. & Hsiao, M.C. (2000). Internet addiction usage, gratification, and pleasure experience: The Taiwan college students’ case. Computers & Education, 35(1), 65-80. https://doi.org/10.1016/s0360-1315(00)00019-1
Creswell, J.W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd edition). Upper Saddle River: Pearson.
Dindar, M., & Akbulut, Y. (2016). Effects of multitasking on retention and topic interest. Learning and Instruction, 41, 94-105. https://doi.org/10.1016/j.learninstruc.2015.10.005
Fishbein, M. (1979). A theory of reasoned action: Some applications and implications. Nebraska Symposium on Motivation, 27, 65-116.
Fishbein, M.A. & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2011). How to design and evaluate research in education (8th edition). New York: McGraw-Hill.
Fried, C.B. (2008). In-class laptop use and its effects on student learning. Computers & Education, 50(3), 906-914. https://doi.org/10.1016/j.compedu.2006.09.006
Galluch, P. & Thatcher, J. (2011). Maladaptive vs. faithful use of internet applications in the classroom: An empirical examination. JITTA: Journal of Information Technology Theory and Application, 12(1), 5-21. Retrieved on 27 November 2017 from http://aisel. aisnet.org/jitta/vol12/iss1/2/
George, D. & Mallery, M. (2010). Using SPSS for Windows step by step: A simple guide and reference. Boston, MA: Allyn & Bacon.
Gerow, J.E., Galluch, P., & Thatcher J.B. (2010). To slack or not to slack: Internet usage in the classroom. Journal of Information Technology Theory and Application (JITTA), 11(3), 5-24. Retrieved on 27 November 2017 from http://aisel.aisnet.org/jitta/vol11/iss3/2/
Henson, R.K. & Roberts, J.K. (2006). Use of exploratory factor analysis in published research. Educational and Psychological Measurement, 66(3), 393-416. https://doi.org/10.1177/0013164405282485
Huck, S.W. (2012). Reading statistics and research (6th ed.). Boston: Pearson.
Jia, H., Jia, R., & Karau, S. (2013). Cyberloafing and Personality: The impact of the big five traits and workplace situational factors. Journal of Leadership & Organizational Studies, 20(3), 358-365. https://doi.org/10.1177/1548051813488208
Junco, R. & Cotten, S.R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505-514. https://doi.org/10.1016/j.compedu.2011.12.023
Karaoglan-Yilmaz, F.G., Yılmaz, R., Ozturk, H.T., Sezer, B., & Karademir, T. (2015). Cyberloafing as a barrier to the successful integration of information and communication technologies into teaching and learning environments. Computers in Human Behavior, 45, 290-298. https://doi.org/10.1016/j.chb.2014.12.023
Keller, J.M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10. https://doi.org/10.1007/bf02905780
Keller, J.M. (2016). Motivation, learning, and technology: Applying the ARCS-V Motivation Model. Participatory Educational Research (PER), 3(2), 1-13. https://doi.org/10.17275/per.16.06.3.2
Kirschner, P.A. & van Merrienböer, J.J.G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169-183. https://doi.org/10.1080/00461520.2013.804395
Kuss, D.J. & Griffiths, M.D. (2011). Online social networking and addiction—a review of the psychological literature. International journal of environmental research and public health, 8(9), 3528-3552. https://doi.org/10.3390/ijerph8093528
Liberman, B., Seidman, G., McKenna, K.Y.A., & Buffardi, L.E. (2011), Employee job attitudes and organizational characteristics as predictors of cyberloafing. Computers in Human Behavior 27(6), 2192-2199. https://doi.org/10.1016/j.chb.2011.06.015
Lim, V.K.G. (2002). The IT way of loafing on the job: Cyberloafing, neutralizing and organizational justice. Journal of Organizational Behavior, 23(5), 675-694. https://doi.org/10.1002/job.161
Lim, V.K.G. & Chen, D.J.Q. (2012). Cyberloafing at the workplace: gain or drain on work? Behaviour & Information Technology, 31(4), 343-353. https://doi.org/10.1080/01449290903353054
Locke, E.A. & Latham, G.P. (2004). What should we do about motivation theory? Six recommendations for the twenty-first century. Academy of Management Review, 29(3), 388-403. https://doi.org/10.2307/20159050
Philips, J.G. & Reddie, L. (2007). Decisional style and self-reported e-mail use in the workplace. Computers in Human Behavior. 23(5), 2414-2428. https://doi.org/10.1016/j.chb.2006.03.016
Porter, C.E. & Donthu, N. (2006). Using the technology acceptance model to explain how attitudes determine Internet usage: The role of perceived access barriers and demographics. Journal of Business Research, 59(9), 999-1007. https://doi.org/10.1016/j.jbusres.2006.06.003
Przybylski, A.K., Murayama, K., DeHaan, C.R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in Human Behavior, 29(4), 1841-1848. https://doi.org/10.1016/j.chb.2013.02.014
Ragan, E.D., Jennings, S.R., Massey, J.D., & Doolittle, P.E. (2014). Unregulated use of laptops over time in large lecture classes. Computers & Education, 78, 78-86. https://doi.org/10.1016/j.compedu.2014.05.002
Ravizza, S.M., Hambrick, D.Z., & Fenn, K.M. (2014). Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability. Computers & Education, 78, 109-114. https://doi.org/10.1016/j.compedu.2014.05.007
Restubog, S.L.D., Garcia, P.R.J.M., Toledano, L.S., & Amarnani, R.K. (2011). Yielding to (cyber)-temptation: Exploring the buffering role of self-control in the relationship between organizational justice and cyberloafing behavior in the workplace. Journal of Research in Personality, 45(2), 247-251. https://doi.org/10.1016/j.jrp.2011.01.006
Sana, F., Weston, T., & Cepeda, N.J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31. https://doi.org/10.1016/j.compedu.2012.10.003
Taneja, A., Fiore, V., & Fischer, B. (2015). Cyber-slacking in the classroom: Potential for digital distraction in the new age. Computers & Education, 82, 141-151. https://doi.org/10.1016/j.compedu.2014.11.009
Tangney, J.P., Baumeister, R.F., & Boone, A.L. (2004). High self‐control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of personality, 72(2), 271-324. https://doi.org/10.1111/j.0022-3506.2004.00263.x
Taylor, S. & Todd, P.A. (1995). Decomposition and crossover effects in the theory of planned behavior: A study of consumer adoption intentions. International Journal of Research in Marketing, 12(2), 137-156. https://doi.org/10.1016/0167-8116(94)00019-k
TUIK (2016). Information and communication technology (ICT) usage survey on households and individuals. Press Release (18660). Ankara: Turkish Statistical Institute. Retrieved on 17 February 2017 from http://www.turkstat.gov.tr/PreHaberBultenleri.do?id=21779
Ugrin, J.C., Pearson, J.M., & Odom, M.D. (2008). Cyber-slacking: self-control, prior behavior and the impact of deterrence measures. Review of Business Information Systems, 12(1), 75- 88. https://doi.org/10.19030/rbis.v12i1.4399
Vallerand, R.J., Deshais, P., Cuerrier, J., Pelletier, L.G., & Mongeau, C. (1992). Ajzen and Fishbein’s theory of reasoned action as applied to moral behavior: A confirmatory analysis. Journal of Personality and Social Psychology, 62(1), 98-109. https://doi.org/10.1037/0022-3514.62.1.98
Venkatesh, V., Thong, J.Y., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1), 157-178. Retrieved on 27 November 2017 from https://papers.ssrn. com/sol3/papers.cfm?abstract_id=2002388
Vitak, J., Crouse, J., & LaRose, R. (2011). Personal Internet use at work: Understanding cyberslacking. Computers in Human Behavior, 27(5), 1751-1759. https://doi.org/10.1016/j.chb.2011.03.002
Weatherbee, T.G. (2010). Counterproductive use of technology at work: Information & communications technologies and cyberdeviancy. Human Resource Management Review, 20(1), 35-44. https://doi.org/10.1016/j.hrmr.2009.03.012
Wigfield, A. & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
Yoruk-Acikel, B., Turhan, U., & Akbulut, Y. (2017). Effect of multitasking on simulator sickness and performance in 3D aerodrome control training. Simulation & Gaming. https://doi.org/10.1177/1046878117750417
Zoghbi Manrique de Lara, P. (2012). Reconsidering the boundaries of the cyberloafing activity: the case of a university. Behaviour & Information Technology, 31(5), 469-479. https://doi.org/10.1080/0144929x.2010.549511
Predictors of Cyberloafing among Preservice Information Technology Teachers
Year 2018,
Volume: 9 Issue: 1, 22 - 41, 15.01.2018
The
current mixed-method study investigated the extent of involvement in
cyberloafing within classroom settings among preservice information technology
teachers. Thirteen state universities were picked randomly from hierarchical
clusters, which were determined according to the national university rankings. Then,
a recent five-factor cyberloafing scale was administered to 1856 participants in
these universities to collect the quantitative data. An open-ended survey was also
administered to two volunteers from each university (n: 26) to address their rationale for cyberloafing. Parametric
analyses on cyberloafing scores were conducted through considering background
variables including gender, university, grade level, grade point average, socioeconomic
status, ownership of mobile devices and online social networking habits. The
qualitative data were processed through descriptive content analysis, which was
confirmed by an independent scholar. Findings revealed that males surpassed
females in terms of three cyberloafing types (i.e., shopping, accessing online content,
and gaming). Significant differences were observed in terms of university and
grade level. The relationship between the grade point average and cyberloafing
was negative and statistically significant. Socioeconomic status, ownership of mobile
devices and social network use predicted cyberloafing behavior. Finally, qualitative
data from open-ended questions revealed student- and instructor-related rationales
for cyberloafing.
Aarts, H. & Dijksterhuis, A. (2000). Habits as knowledge structures: Automaticity in goal-directed behavior. Journal of Personality and Social Psychology 78(1), 53-63. https://doi.org/10.1037/0022-3514.78.1.53
Agarwal, R. & Karahanna, E. (2000). Time flies when you're having fun: Cognitive absorption and beliefs about information technology usage, MIS Quarterly, 24(4), 665-694. https://doi.org/10.2307/3250951
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-t
Akbulut, Y. (2015). Predictors of inconsistent responding in web surveys. Internet Research, 25(1), 131-147. https://doi.org/10.1108/IntR-01-2014-0017
Akbulut, Y., Dursun, O. O., Donmez, O., & Sahin, Y. L. (2016). In search of a measure to investigate cyberloafing in educational settings. Computers in Human Behavior, 55, 616-625. https://doi.org/10.1016/j.chb.2015.11.002
Akbulut, Y., Donmez, O., & Dursun, O. O. (2017). Cyberloafing and social desirability bias among students and employees. Computers in Human Behavior, 72, 87-95. https://doi.org/10.1016/j.chb.2017.02.043
Andreassen, C.S., Torsheim, T., & Pallesen, S. (2014). Predictors of use of social network sites at work‐a specific type of cyberloafing. Journal of Computer‐Mediated Communication, 19(4), 906-921. https://doi.org/10.1111/jcc4.12085
Arabaci, İ.B. (2017). Investigation of faculty of education students' cyberloafing behaviors in terms of various variables. The Turkish Online Journal of Educational Technology, 16(1), 72-82. Retrieved on 27 November 2017 from http://www.tojet.net/articles/v16i1/1617. pdf
Askew, K.L. (2012). The relationship between cyberloafing and task performance and an examination of the theory of planned behavior as a model of cyberloafing. (Unpublished doctoral dissertation) Graduate School Theses and Dissertations, University of South Florida. Retrieved on 27 November 2017 from http://scholarcommons.usf.edu/cgi/ viewcontent.cgi?article=5153&context=etd
Bartlett, J.E., Kotrlik, J.W., & Higgins, C.C. (2001). Organizational research: Determining appropriate sample size in survey research. Information Technology, Learning and Performance Journal, 19(1), 43-50. Retrieved on 27 November 2017 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.486.8295&rep=rep1&type=pdf
Baturay, M.H. & Toker, S. (2015). An investigation of the impact of demographics on cyberloafing from an educational setting angle. Computers in Human Behavior, 50, 358-366. https://doi.org/10.1016/j.chb.2015.03.081
Beck, L. & Ajzen, I. (1991). Predicting dishonest actions using the theory of planned behavior. Journal of Research in Personality, 25(3), 285-301. https://doi.org/10.1016/0092-6566(91)90021-h
Bianchi, S.M., Milkie, M.A., Sayer, L.C., & Robinson, J.P. (2000). Is anyone doing the housework? Trends in the gender division of household labor. Social Forces, 79(1), 191-228. https://doi.org/10.1093/sf/79.1.191
Blanchard, A. & Henle, C. (2008). Correlates of different forms of cyberloafing: The role of norms and external locus of control. Computers in Human Behavior, 24(3), 1067-1084. https://doi.org/10.1016/j.chb.2007.03.008
Ching, C.C., Basham, J.D., & Jang, E. (2005). The legacy of the digital divide: Gender, socioeconomic status, and early exposure as predictors of full-spectrum technology use among young adults. Urban Education, 40(4), 394-411. https://doi.org/10.1177/ 0042085905276389
Chou, C. & Hsiao, M.C. (2000). Internet addiction usage, gratification, and pleasure experience: The Taiwan college students’ case. Computers & Education, 35(1), 65-80. https://doi.org/10.1016/s0360-1315(00)00019-1
Creswell, J.W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd edition). Upper Saddle River: Pearson.
Dindar, M., & Akbulut, Y. (2016). Effects of multitasking on retention and topic interest. Learning and Instruction, 41, 94-105. https://doi.org/10.1016/j.learninstruc.2015.10.005
Fishbein, M. (1979). A theory of reasoned action: Some applications and implications. Nebraska Symposium on Motivation, 27, 65-116.
Fishbein, M.A. & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2011). How to design and evaluate research in education (8th edition). New York: McGraw-Hill.
Fried, C.B. (2008). In-class laptop use and its effects on student learning. Computers & Education, 50(3), 906-914. https://doi.org/10.1016/j.compedu.2006.09.006
Galluch, P. & Thatcher, J. (2011). Maladaptive vs. faithful use of internet applications in the classroom: An empirical examination. JITTA: Journal of Information Technology Theory and Application, 12(1), 5-21. Retrieved on 27 November 2017 from http://aisel. aisnet.org/jitta/vol12/iss1/2/
George, D. & Mallery, M. (2010). Using SPSS for Windows step by step: A simple guide and reference. Boston, MA: Allyn & Bacon.
Gerow, J.E., Galluch, P., & Thatcher J.B. (2010). To slack or not to slack: Internet usage in the classroom. Journal of Information Technology Theory and Application (JITTA), 11(3), 5-24. Retrieved on 27 November 2017 from http://aisel.aisnet.org/jitta/vol11/iss3/2/
Henson, R.K. & Roberts, J.K. (2006). Use of exploratory factor analysis in published research. Educational and Psychological Measurement, 66(3), 393-416. https://doi.org/10.1177/0013164405282485
Huck, S.W. (2012). Reading statistics and research (6th ed.). Boston: Pearson.
Jia, H., Jia, R., & Karau, S. (2013). Cyberloafing and Personality: The impact of the big five traits and workplace situational factors. Journal of Leadership & Organizational Studies, 20(3), 358-365. https://doi.org/10.1177/1548051813488208
Junco, R. & Cotten, S.R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505-514. https://doi.org/10.1016/j.compedu.2011.12.023
Karaoglan-Yilmaz, F.G., Yılmaz, R., Ozturk, H.T., Sezer, B., & Karademir, T. (2015). Cyberloafing as a barrier to the successful integration of information and communication technologies into teaching and learning environments. Computers in Human Behavior, 45, 290-298. https://doi.org/10.1016/j.chb.2014.12.023
Keller, J.M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10. https://doi.org/10.1007/bf02905780
Keller, J.M. (2016). Motivation, learning, and technology: Applying the ARCS-V Motivation Model. Participatory Educational Research (PER), 3(2), 1-13. https://doi.org/10.17275/per.16.06.3.2
Kirschner, P.A. & van Merrienböer, J.J.G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169-183. https://doi.org/10.1080/00461520.2013.804395
Kuss, D.J. & Griffiths, M.D. (2011). Online social networking and addiction—a review of the psychological literature. International journal of environmental research and public health, 8(9), 3528-3552. https://doi.org/10.3390/ijerph8093528
Liberman, B., Seidman, G., McKenna, K.Y.A., & Buffardi, L.E. (2011), Employee job attitudes and organizational characteristics as predictors of cyberloafing. Computers in Human Behavior 27(6), 2192-2199. https://doi.org/10.1016/j.chb.2011.06.015
Lim, V.K.G. (2002). The IT way of loafing on the job: Cyberloafing, neutralizing and organizational justice. Journal of Organizational Behavior, 23(5), 675-694. https://doi.org/10.1002/job.161
Lim, V.K.G. & Chen, D.J.Q. (2012). Cyberloafing at the workplace: gain or drain on work? Behaviour & Information Technology, 31(4), 343-353. https://doi.org/10.1080/01449290903353054
Locke, E.A. & Latham, G.P. (2004). What should we do about motivation theory? Six recommendations for the twenty-first century. Academy of Management Review, 29(3), 388-403. https://doi.org/10.2307/20159050
Philips, J.G. & Reddie, L. (2007). Decisional style and self-reported e-mail use in the workplace. Computers in Human Behavior. 23(5), 2414-2428. https://doi.org/10.1016/j.chb.2006.03.016
Porter, C.E. & Donthu, N. (2006). Using the technology acceptance model to explain how attitudes determine Internet usage: The role of perceived access barriers and demographics. Journal of Business Research, 59(9), 999-1007. https://doi.org/10.1016/j.jbusres.2006.06.003
Przybylski, A.K., Murayama, K., DeHaan, C.R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in Human Behavior, 29(4), 1841-1848. https://doi.org/10.1016/j.chb.2013.02.014
Ragan, E.D., Jennings, S.R., Massey, J.D., & Doolittle, P.E. (2014). Unregulated use of laptops over time in large lecture classes. Computers & Education, 78, 78-86. https://doi.org/10.1016/j.compedu.2014.05.002
Ravizza, S.M., Hambrick, D.Z., & Fenn, K.M. (2014). Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability. Computers & Education, 78, 109-114. https://doi.org/10.1016/j.compedu.2014.05.007
Restubog, S.L.D., Garcia, P.R.J.M., Toledano, L.S., & Amarnani, R.K. (2011). Yielding to (cyber)-temptation: Exploring the buffering role of self-control in the relationship between organizational justice and cyberloafing behavior in the workplace. Journal of Research in Personality, 45(2), 247-251. https://doi.org/10.1016/j.jrp.2011.01.006
Sana, F., Weston, T., & Cepeda, N.J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31. https://doi.org/10.1016/j.compedu.2012.10.003
Taneja, A., Fiore, V., & Fischer, B. (2015). Cyber-slacking in the classroom: Potential for digital distraction in the new age. Computers & Education, 82, 141-151. https://doi.org/10.1016/j.compedu.2014.11.009
Tangney, J.P., Baumeister, R.F., & Boone, A.L. (2004). High self‐control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of personality, 72(2), 271-324. https://doi.org/10.1111/j.0022-3506.2004.00263.x
Taylor, S. & Todd, P.A. (1995). Decomposition and crossover effects in the theory of planned behavior: A study of consumer adoption intentions. International Journal of Research in Marketing, 12(2), 137-156. https://doi.org/10.1016/0167-8116(94)00019-k
TUIK (2016). Information and communication technology (ICT) usage survey on households and individuals. Press Release (18660). Ankara: Turkish Statistical Institute. Retrieved on 17 February 2017 from http://www.turkstat.gov.tr/PreHaberBultenleri.do?id=21779
Ugrin, J.C., Pearson, J.M., & Odom, M.D. (2008). Cyber-slacking: self-control, prior behavior and the impact of deterrence measures. Review of Business Information Systems, 12(1), 75- 88. https://doi.org/10.19030/rbis.v12i1.4399
Vallerand, R.J., Deshais, P., Cuerrier, J., Pelletier, L.G., & Mongeau, C. (1992). Ajzen and Fishbein’s theory of reasoned action as applied to moral behavior: A confirmatory analysis. Journal of Personality and Social Psychology, 62(1), 98-109. https://doi.org/10.1037/0022-3514.62.1.98
Venkatesh, V., Thong, J.Y., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1), 157-178. Retrieved on 27 November 2017 from https://papers.ssrn. com/sol3/papers.cfm?abstract_id=2002388
Vitak, J., Crouse, J., & LaRose, R. (2011). Personal Internet use at work: Understanding cyberslacking. Computers in Human Behavior, 27(5), 1751-1759. https://doi.org/10.1016/j.chb.2011.03.002
Weatherbee, T.G. (2010). Counterproductive use of technology at work: Information & communications technologies and cyberdeviancy. Human Resource Management Review, 20(1), 35-44. https://doi.org/10.1016/j.hrmr.2009.03.012
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Dursun, O. O., Donmez, O., & Akbulut, Y. (2018). Predictors of Cyberloafing among Preservice Information Technology Teachers. Contemporary Educational Technology, 9(1), 22-41.
AMA
Dursun OO, Donmez O, Akbulut Y. Predictors of Cyberloafing among Preservice Information Technology Teachers. Contemporary Educational Technology. January 2018;9(1):22-41.
Chicago
Dursun, Ozcan Ozgur, Onur Donmez, and Yavuz Akbulut. “Predictors of Cyberloafing Among Preservice Information Technology Teachers”. Contemporary Educational Technology 9, no. 1 (January 2018): 22-41.
EndNote
Dursun OO, Donmez O, Akbulut Y (January 1, 2018) Predictors of Cyberloafing among Preservice Information Technology Teachers. Contemporary Educational Technology 9 1 22–41.
IEEE
O. O. Dursun, O. Donmez, and Y. Akbulut, “Predictors of Cyberloafing among Preservice Information Technology Teachers”, Contemporary Educational Technology, vol. 9, no. 1, pp. 22–41, 2018.
ISNAD
Dursun, Ozcan Ozgur et al. “Predictors of Cyberloafing Among Preservice Information Technology Teachers”. Contemporary Educational Technology 9/1 (January 2018), 22-41.
JAMA
Dursun OO, Donmez O, Akbulut Y. Predictors of Cyberloafing among Preservice Information Technology Teachers. Contemporary Educational Technology. 2018;9:22–41.
MLA
Dursun, Ozcan Ozgur et al. “Predictors of Cyberloafing Among Preservice Information Technology Teachers”. Contemporary Educational Technology, vol. 9, no. 1, 2018, pp. 22-41.
Vancouver
Dursun OO, Donmez O, Akbulut Y. Predictors of Cyberloafing among Preservice Information Technology Teachers. Contemporary Educational Technology. 2018;9(1):22-41.